ABSTRACT
In the scenario marked by digitalization, digital media have found spaces that allow them to face labor problems and at the same time face the risks and vulnerability that threaten the security of journalists. Therefore, this research is established to know some issues related to security: economic limitations of access to public information, censorship, and self-censorship in the journalistic exercise in Ecuador. The observation was carried out within the framework of the pandemic unleashed by the presence of COVID-19 and its variants. For the execution of the research, the qualitative methodology was applied with semi-structured interviews to investigative journalists of consolidated digital native media. Among the conclusions are noted that the pandemic brought with it labor precariousness;however, digital media have managed to maintain themselves with external funds or own resources. For the journalistic exercise, public information becomes a severe concern because access has been restricted, and there is little transparency in its disclosure. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
In the scenario marked by digitalization, digital media have found spaces that allow them to face labor problems and at the same time face the risks and vulnerability that threaten the security of journalists. Therefore, this research is established to know some issues related to security: economic limitations of access to public information, censorship, and self-censorship in the journalistic exercise in Ecuador. The observation was carried out within the framework of the pandemic unleashed by the presence of COVID-19 and its variants. For the execution of the research, the qualitative methodology was applied with semi-structured interviews to investigative journalists of consolidated digital native media. Among the conclusions are noted that the pandemic brought with it labor precariousness;however, digital media have managed to maintain themselves with external funds or own resources. For the journalistic exercise, public information becomes a severe concern because access has been restricted, and there is little transparency in its disclosure. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
The recent outbreak of COVID-19, considered as being a lethal pandemic by the World Health Organization, has caused profound changes in the educational system within the U.S and across the world. Overnight, universities and their educators had to switch to a largely online teaching format, which challenged their capacity to deliver learning content effectively to STEM students. Students were forced to adapt to a new learning environment in the midst of challenges in their own lives due to the COVID-19 effects on society and professional expectations. The main purpose of this paper is to investigate faculty perceptions of STEM student experiences during COVID-19. Through a qualitative methodology consisting of one-hour zoom interviews administered to 32 STEM faculty members from six U.S. Universities nationwide, faculty narratives regarding student and faculty experiences during COVID-19 were obtained. The qualitative research approach involved identifying common themes across faculty experiences and views in these narratives. Some of the categories of emerging themes associated with faculty perceptions on student and faculty experiences included: student struggles and challenges, student cheating and the online environment, faculty and student adaptability, faculty and student needs and support, and university resources and support. Best practices to facilitate online teaching and learning employed by STEM faculty were also discussed. Key findings revealed that students and faculty had both positive and negative experiences during COVID-19. Additionally, there was a greater need for consistent policies to improve the online student learning experiences. Recommendations to improve STEM student experiences include increased institutional resources and collaboration between faculty and the university administrators to provide a coherent online learning environment. Preliminary findings also provide insights to enhance institutional adaptability and resilience for improving STEM student experiences during future pandemics. Future research should continue to explore institutional adaptation strategies that enhance STEM student learning during pandemics. © American Society for Engineering Education, 2021